Speaking and Listening Writing and Representing

Handwriting and using Digital Technologies

Reading and Viewing Spelling Grammar, Punctuation and Vocabulary

Sta

ge 2

Term

1

* FoR – Literature circle,self-directed discussions* Teacher directeddiscussions* Video conferencing orguest speakers* Podcasts* Verse speaking* Public Speaking

FOCUS - Print * Daily writingPersuasive, Informative,ImaginativeModelled, joint &independent* Poetry devices* FoR - Literature Circles* Publishing for Blog,Glogs, PowerPoint,Publisher, Word andother digital tools

* Explicit teaching ofletters and joinsaccording to preassessment* Publish work in avariety of forms with aprint focus; word, novel,poetry, silent film

Persuasive, informative and imaginative texts * FoR – Introduction toSuper Six Strategies –* FoR - Literature Circlesintroduction to Roles -Discussion director,summariser, IllustratorVocab Enrich, Litluminary, Connector,travel tracer*Modelled/Peer/Group/Individual reading

* Spelling Scope &Sequence E/T/R* Sound waves –one unit per week

* E/T/R scope&sequence- collectivenouns, noungroups, tense,quoted speech,reported speechhomonyms,homophones

Ass

ess

men

t

Informal observations LC – Aspects of speaking week 5

CTJ Stage assessment – Imaginative text Writing Samples Observations LC – Aspects of writing week 5

Pre & post assessment writing sample LC – Aspects of writing week 5

Running Record as needed Teacher Observation Peer assessment Reflection journal LC – Reading Texts & Comprehension wk 5

Weekly tests Stage assessment LC – Phonics and Phonemic Awareness week 5

Word/text level and punctuation assessment Writing samples LC – Vocabulary knowledge & Concepts about Print Week 5

Thinking Imaginatively and Creatively Expressing Themselves Reflecting on Learning

Term

1

* identify creative language features in texts and talkabout how authors create excitement and make similarstories in their own style.* create texts, including digital, that explore ownexperiences and respond to texts through drama* justify interpretations of a text

* recognise and discuss connections between personalexperiences and how differently people from differenttimes and cultures respond to text including Aboriginalcultures.* make connections between self and texts charactersand events, identify point of view, suggest alternativesand justify own opinions

* develop criteria for personal preferences* develop criteria for peer and personalassessment* seek and respond to feedback usingappropriate language* reflect on own reading enjoyment

Ass

ess

men

t Speaking & Listening – Own choice speech

Writing & Representing – Express preferences and respond to print texts Reading & Viewing – Literature circle extension tasks

Speaking & Listening – Own choice speech

Speaking and Listening/Reading and Viewing/Writing and Representing – Express preferences and respond to texts Writing and Representing – Create print text about own experiences

Teacher/student developed rubric for ‘self-reflection’ Student led teacher/peer conferencing Goal setting Reflection journal Self-edit writing

This document acknowledges the work of Tighes Hill Public School.

Speaking and Listening Writing and Representing

Handwriting and using Digital Technologies

Reading and Viewing Spelling Grammar, Punctuation and Vocabulary

Sta

ge 2

Term

2

* FoR – Literature circle,self-directed discussions* Teacher directeddiscussions* Video conferencing orguest speakers* Podcasts* Verse speaking* Public Speaking* Debating

FOCUS – Spoken * Daily writingPersuasive, Informative,ImaginativeModelled, joint &independent* FoR - Literature Circles* Publishing for Blog,Glogs, PowerPoint,Publisher, Word andother digital tools

* Explicit teaching ofletters and joinsaccording to preassessment* Publish work in avariety of forms with aspoken focus; podcasts,speeches, debates

Persuasive, informative and imaginative texts * FoR – Refocus onSuper Six Strategies* FoR - Literature Circles- Discussion director,summariser, IllustratorVocab Enrich, Litluminary, Connector,travel tracer*Modelled/Peer/Group/Individual reading

* Spelling Scope &Sequence E/T/R* Sound waves –one unit per week

* E/T/R scope&sequence- relating verb,saying verb,possessive verb,verb groups,simile, metaphor,comma,apostrophe

Ass

ess

men

t

Informal observations Debating Stage speaking assessment LC – Aspects of speaking week 5

CTJ Stage assessment- Persuasive text Writing Samples Observations LC – Aspects of writing week 5

Pre & post assessment writing sample LC – Aspects of writing week 5

Running Record as needed Teacher Observation Peer assessment Reflection journal LC – Reading Texts & Comprehension wk 5

Weekly tests Stage assessment LC – Phonics and Phonemic Awareness week 5

Word level, creative/evaluative language and Punctuation assessment Writing samples LC – Vocabulary knowledge & Concepts about Print Week 5

Thinking Imaginatively and Creatively Expressing Themselves Reflecting on Learning

Term

2

* identify creative language features in texts and talkabout how authors create excitement and make similarstories in their own style.* create texts, including digital, that explore ownexperiences and respond to texts through drama* justify interpretations of a text

* recognise and discuss connections between personalexperiences and how differently people from differenttimes and cultures respond to text including Aboriginalcultures.* make connections between self and texts charactersand events, identify point of view, suggest alternativesand justify own opinions

* develop criteria for personal preferences* develop criteria for peer and personalassessment* seek and respond to feedback usingappropriate language* reflect on own reading enjoyment

Ass

essm

en

t Speaking & Listening - Debating Writing & Representing – Create spoken text about own experiences Reading & Viewing – Literature circle extension tasks

Speaking & Listening – Own choice speech

Speaking and Listening/Reading and Viewing/Writing and Representing – Express preferences and respond to texts Writing and Representing – Create spoken text about own experiences

Teacher/student developed rubric for ‘self-reflection’ Student led teacher/peer conferencing Goal setting Reflection journal Self-edit writing

This document acknowledges the work of Tighes Hill Public School.

Speaking and Listening Writing and Representing

Handwriting and using Digital Technologies

Reading and Viewing Spelling Grammar, Punctuation and Vocabulary

Sta

ge 2

Term

3

* FoR – Literature circle,self-directed discussions* Teacher directeddiscussions* Video conferencing orguest speakers* Podcasts* Verse speaking* Debating

FOCUS – Visual * Daily writingPersuasive, Informative,ImaginativeModelled, joint &independent* FoR - Literature Circles* Publishing for Blog,Glogs, PowerPoint,Publisher and otherdigital tools

* Explicit teaching ofletters and joinsaccording to preassessment* Publish work in avariety of forms with avisual focus; comics,photo stories…

Persuasive, informative and imaginative texts * FoR – Revision ofSuper Six Strategies* FoR - Literature CirclesDiscussion director,summariser, IllustratorVocab Enrich, Litluminary, Connector,travel tracer*Modelled/Peer/Group/Individual reading

* Spelling Scope &Sequence E/T/R* Sound waves –one unit per week

* E/T/R scope&sequence- possessiveadjectives,comparativeadjective,connective,complex sentence,clause

Ass

ess

men

t

Informal observations Debating LC – Aspects of speaking week 5

CTJ Stage assessment- Imaginative text Writing Samples Observations LC – Aspects of writing week 5

Pre & post assessment writing sample LC – Aspects of writing week 5

Running Record as needed Teacher Observation Peer assessment Reflection journal LC – Reading Texts & Comprehension wk 5

Weekly tests Stage assessment LC – Phonics and Phonemic Awareness week 5

Word, text and sentence level assessment Writing samples LC – Vocabulary knowledge & Concepts about Print Week 5

Thinking Imaginatively and Creatively Expressing Themselves Reflecting on Learning

Term

3

* identify creative language features in texts and talkabout how authors create excitement and make similarstories in their own style.* create texts, including digital, that explore ownexperiences and respond to texts through drama* justify interpretations of a text

* recognise and discuss connections between personalexperiences and how differently people from differenttimes and cultures respond to text including Aboriginalcultures.* make connections between self and texts charactersand events, identify point of view, suggest alternativesand justify own opinions

* develop criteria for personal preferences* develop criteria for peer and personalassessment* seek and respond to feedback usingappropriate language* reflect on own reading enjoyment

Ass

ess

men

t Speaking & Listening - Debating Writing & Representing– Create visual about own experiences Reading & Viewing – Literature circle extension tasks

Speaking & Listening – Own choice speech

Speaking and Listening/Reading and Viewing/Writing and Representing – Express preferences and respond to texts Writing and Representing – Create visual about own experiences

Teacher/student developed rubric for ‘self-reflection’ Student led teacher/peer conferencing Goal setting Reflection journal Self-edit writing

This document acknowledges the work of Tighes Hill Public School.

Speaking and Listening Writing and Representing

Handwriting and using Digital Technologies

Reading and Viewing Spelling Grammar, Punctuation and Vocabulary

Sta

ge 2

Term

4

* FoR – Literature circle,self-directed discussions* Teacher directeddiscussions* Video conferencing orguest speakers* Podcasts* Verse speaking

FOCUS – Digital * Daily writingPersuasive, Informative,ImaginativeModelled, joint &independent* FoR - Literature Circles* Publishing for Blog,Glogs, PowerPoint,Publisher, Word andother digital tools

* Explicit teaching ofletters and joinsaccording to preassessment* Publish work in avariety of forms with adigital focus;…..

Persuasive, informative and imaginative texts * FoR – Revision ofSuper Six Strategies* FoR - Literature CirclesDiscussion director,summariser, IllustratorVocab Enrich, Litluminary, Connector,travel tracer*Modelled/Peer/Group/Individual reading

* Spelling Scope &Sequence E/T/R* Sound waves –one unit per week

* E/T/R scope&sequence- modality adverb,degree adverb,adverbial phrases,prepositionalphrases, idiom,personification

Ass

ess

men

t Informal observations LC – Aspects of speaking week 5

CTJ Stage assessment- Informative text Writing Samples Observations LC – Aspects of writing week 5

Pre & post assessment writing sample LC – Aspects of writing week 5

Running Record as needed Teacher Observation Peer assessment Reflection journal LC – Reading Texts & Comprehension wk 5

Weekly tests Stage assessment LC – Phonics and Phonemic Awareness week 5

Stage assessment Writing samples LC – Vocabulary knowledge & Concepts about Print Week 5

Thinking Imaginatively and Creatively Expressing Themselves Reflecting on Learning

Term

4

* identify creative language features in texts and talkabout how authors create excitement and make similarstories in their own style.* create texts, including digital, that explore ownexperiences and respond to texts through drama* justify interpretations of a text

* recognise and discuss connections between personalexperiences and how differently people from differenttimes and cultures respond to text including Aboriginalcultures.* make connections between self and texts charactersand events, identify point of view, suggest alternativesand justify own opinions

* develop criteria for personal preferences* develop criteria for peer and personalassessment* seek and respond to feedback usingappropriate language* reflect on own reading enjoyment

Ass

ess

men

t Writing & Representing – ICreate digital text about own experiences Reading & Viewing – Literature circle extension tasks

Speaking & Listening – Own choice speech

Speaking and Listening/Reading and Viewing/Writing and Representing – Express preferences and respond to texts Writing and Representing – Create digital text about own experiences

Teacher/student developed rubric for ‘self-reflection’ Student led teacher/peer conferencing Goal setting Reflection journal Self-edit writing

This document acknowledges the work of Tighes Hill Public School.